This module contains suggestions for how to read a variety of texts generally, with special emphasis on issues of authorship, ownership and the historical and legal context.

Some tips for reading...

Leave yourself time.

The most important rule for actually getting something out of the
reading is to leave yourself time not only to read the text, butto think about it, and to ask questions about it. Plan ahead,
budget a couple of hours, and if only takes 30 minutes to read,use the rest of the time to consider the text, to reread parts,
to pose questions, or to compare it with other texts.

Take notes.

There are many styles of taking notes.
Some people copy down quotations in order to remember them,some people make maps or hierarchies, some people write
their own thoughts about what they've read. Notes should servetwo purposes: they should allow you to remember what you
read without having to re-read the whole thing, and theyshould serve as a basis for discussion in class and for your
own writing. Figure out for yourself how to achieve this.Bring your notes and the text to class for discussion, so
that you can add to them or annotate them duringdiscussion.

Know what you are reading.

Do not just start. In this class (Anth 321/Clas 311) there are a lot
of different kinds of texts, and we will read them both for whatthey say and examples of forms of authorship and ownership. This
requires a zen-like attitude in which you read a text and thinkabout it at the same time. Do not simply pass your eyes over the
text and pronounce it read, but sit down before the text andanswer some preliminary questions; figure out what it is, why
we're reading it, then read it. Always familiarize yourself withthe text before you begin. If it's not clear what it is, ask one
of the instructors or use a trusty friend: the library. Try toanswer these questions before you begin:

What era is it from? What year?

Does it have an author? multiple authors? An
institution as the author? An editor? A translator? Acommentator? Is it a letter, is it written for a particular
person? A particular audience?

Where was it written? Where was it published? If
it's online, where did it come from? Who put it online andwhy?

Are you reading an "original" version? Is it
abridged, collected, adumbrated, interpolated, translated,edited? Are there other texts by the other? Other versions?

How long is the work? Are you reading a section of
it? Do you know which section and why?

Make a time-line.

Go back to the question, "when was it
written?" In this class we will read works that span some 2500years. That's a lot of time. You won't be tested on dates and
times, but if you make a mistake, it's likely you will beridiculed, or at least publically corrected. These details are
important--not in themselves-- but so that you can keep track ofother more general discussions.

Make a time line for yourself. In fact, make
several. Some issues will cluster around small time periods,others will be empty. Some issues might need to be on separate
time lines (i.e. legal changes vs. technical ones).

Use the timeline as an aid to memory, not as a
way of making arguments. Chronology is important, but it isn'tthat important

Think about authorship and ownership

As we progress in the class, you will learn more about these
issues, and will be presented with more and more texts meant todemonstrate different issues. Begin to ask yourelf:

What is the legal status of this text? Does it
have an owner-- is the owner different than theauthor(s)? What kind of property laws govern it?

Is it an anomalous text? Does it stand out for
some reason other than what it says?

Is the author aware of the first two issues? Does
the text refer to its own status as an object?

Is the text "valuable" (whatever that might mean)?
What makes it so?

Coordinate with other texts.

Do not read each text in isolation. Go
back and forth between texts. The readings for this class havebeen carefully selected in order to produce surprising
comparisons and connections. If you read each text in isolationand expect enlightenment, you will be disappointed, alone and
confused. Do not lose faith, however, because there is always aparty in your text, you just need to find it.

Do the texts explicitly refer to each other?
How?

Do they implicitly refer? Is it assumed that you
have read something else?

Are there "intertextual" references? (remember your
timeline, generally texts only refer in one temporaldirection!) What is the nature of this reference?

What are the "common" texts referred to? Are there
things the author assumes "everyone knows"? What are they anddo you know them? How can you find out what is "commonly known"
vs. what is an obscure reference or inside joke?

fullerene is a bucky ball aka Carbon 60 molecule. It was name by the architect Fuller. He design the geodesic dome. it resembles a soccer ball.

Tarell

what is the actual application of fullerenes nowadays?

Damian

That is a great question Damian. best way to answer that question is to Google it. there are hundreds of applications for buck minister fullerenes, from medical to aerospace. you can also find plenty of research papers that will give you great detail on the potential applications of fullerenes.

Tarell

Join the discussion...

what is the Synthesis, properties,and applications of carbon nano chemistry

Yeah, it is a pain to say the least. You basically have to heat the substarte up to around 1000 degrees celcius then pass phosphene gas over top of it, which is explosive and toxic by the way, under very low pressure.